Abstract
Background and Objective The effective and transformative instruction of the "Holy Defense and Resistance" course, as a strategic mission within the country’s higher education system, necessitates the recruitment of highly skilled, motivated, committed educators who possess specialized and professional competencies. Accordingly, this study aimed to design a professional empowerment model for educators of the Holy Defense and Resistance course in Fars Province.Methodology: In terms of its outcome, this study is categorized as applied-developmental research, and regarding its execution strategy, it adopts an exploratory qualitative methodological paradigm. In the qualitative phase, the statistical population comprised 139 potential participants, including senior policymakers, academic experts, and veteran educators in Fars Province. Among these, a sample of 17 participants was selected using non-probability, purposive, and snowball sampling techniques. Data were collected through semi-structured, in-depth interviews (comprising 7 core, specialized questions) averaging 20 minutes per session, which continued until theoretical saturation was achieved. The gathered data were analyzed and coded using Braun and Clarke’s six-step thematic analysis thematic framework.
Results: The qualitative data analysis culminated in the development of a thematic network comprising a total of 132 basic themes, 18 organizing themes, and 5 global themes. The findings demonstrate that the process of enhancing the professional empowerment of educators in this field is a systematic phenomenon arising from the concurrent interaction of specialized, pedagogical, attitudinal, and structural requirements.
Conclusion: The final, validated model of this study provides higher education administrators and curriculum planners with a comprehensive framework to enhance the dynamism, efficacy, and instructional quality of this pivotal course.